Sticanje interkulturalnih kompetenicija u svetlu razvojnog modela interkulturalne osetljivosti Miltona Beneta

U ovom radu razmatraju se implikacije 'Razvojnog modela interkulturalne osetljivosti' Miltona Beneta za koncipiranje i realizaciju studijskih programa i programa profesionalnog usavršavanja koji nastoje da podstaknu razvoj interkulturalnih kompetencija budućih i aktuelnih nastavnika. Osetljivost u tretiranju kulturnih razlika prema ovom modelu razvija se od stadijuma krajnjeg etnocentrizma (poricanje, polarizacija, minimiziranje) ka stadijumima sve većeg uočavanja i prihvatanja kulturnih razlika, koje Benet naziva etnorelativizam (prihvatanje, adaptacija i integracija). Smatramo da je Benetov model značajno teorijsko uporište za obrazovne intervencije koje imaju za cilj razvijanje interkulturalnih kompetencija, jer edukatorima1 pomaže u boljem koncipiranju, planiranju i realizaciji obuka, razumevanju otpora koji ispoljavaju edukanti na različitim stadijumima razvoja interkulturalne osetljivosti i kreiranju podsticajne sredine za interkulturalno učenje kroz izbalansiran izbor obrazovnih izazova i podrške. Mada su implikacije Benetovog modela razmatrane u radu sa odraslima, navedeni postupci i preporuke su primenljive i u radu sa decom i mladima.
In this paper, the implications of Milton Bennett's Developmental Model of Intercultural Sensitivity (DMIS) are considered as a basis for conceptualisation and implementation of study programs and professional development programs which seek to enhance the development of intercultural competences of student teachers and teachers. Sensitivity in dealing with cultural differences, according to this model, evolves from the stages of extreme ethnocentrism (denial, polarization, minimization) to the stages of increasing recognition and acceptance of cultural differences, which Bennett titles ethnorelativism (acceptance, adaptation and integration). We consider that Bennett's model is an important theoretical foundation for educational interventions aimed at developing intercultural competences because this model helps educators to better design, plan and implement intercultural training, to better understand the resistance of trainees which are at different stages of intercultural sensitivity development and to create an educational environment conducive for intercultural learning through balanced selection of educational challenges and support. Although the implications of Bennett's model are considered in working with adults, the majority of the procedure and recommendations are applicable in work with children and youth.